Abstract
High school graduation requirements are becoming increasingly demanding. In addition to meeting academic benchmarks, some school districts have added performance requirements such as oral presentations to their criteria for earning a high school diploma. This type of requirement may present an additional challenge for students with learning disabilities. Research was conducted to determine if a treatment package consisting of immediate feedback delivered via wireless technology by peer tutors was effective with improving oral presentation skills in four high school senior girls with learning disabilities. Results suggest that immediate feedback provided by peer tutors (compared with delayed feedback) was effective in decreasing undesirable target behaviors that interfered with performance, in all four participants. Each participant also rated the treatment as acceptable. Implications for practice are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
